Chcece 023 Theory Task v8 PDF

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Assessment for Diploma in Early Childhood and Care...

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Assessment Booklet CHCECE023 Analyse information to inform learning Student Name:

Student ID:

Optimistic Futures Pty Ltd Registered Training Organisation Provider No: 41053 9 Central Grove Broadmeadows 3047 54 Macintosh St Shepparton 3630 4 Lytton St Glenroy 3046 Website: www.optimisticfutures.com.au Email: [email protected] (03) 9309 3370 (Broadmeadows) (03) 58218 665 (Shepparton) (03) 9917 2133 (Glenroy)

CHCECE023 Analyse information to inform learning. Theory Tasks

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CHCECE023 Analyse information to inform learning. Theory Tasks

Assessment Summary Sheet Qualification Code & Title:

Unit Code &

 CHC30113 Certificate III in Early Childhood Education & Care  CHC50113 Diploma of Early Childhood Education & Care CHCECE023 Analyse information to inform learning

Unit Title:

Student Name:

Student ID:

Trainer/Assessor Name: S*

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Trainer Initials

Date

Assessment Task 1 – Theory Assessment Task

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Assessment Task 2 – In Class Participation

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Assessment Task 3 – Workplace Task

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Assessment Task 4 – Workplace Observation

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Attempt 1.

Dates of Re-Assessment

Assessor/Trainer Feedback

2. 3. Student overall result:

 Competent

 Not Yet Competent

Feedback/Comments:

Student Signature: I declare that I have been

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assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Assessor Signature: I declare that I have

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conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback

*Satisfactory

**Not Satisfactory 3

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CHCECE023 Analyse information to inform learning. Theory Tasks

Assessment Cover Sheet THEORY ASSESSMENT TASK Qualification Code & Title:

 CHC30113 Certificate III in Early Childhood Education & Care

Unit Code & Unit Title:

CHCECE023 Analyse information to inform learning

 CHC50113 Diploma of Early Childhood Education & Care

Student Name:

Student ID

Trainer/Assessor Name: Re-Assessed Assessment Task

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001 Observation: Gathering Information

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002 Assessment Methods and Tools

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003 Documentation

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004 Reflection 005 Planning for Learning

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Comments:

Student’s Declaration:

I certify that this assignment is my own work based on my personal study and/or research. I also certify that I have not accessed any other student’s work, either electronically or written to complete this assignment. I have not copied in part or whole or otherwise plagiarised the work of other students. Further, I understand that the copying of reports and other work from students constitutes plagiarism. I understand that I will receive NC, if my result is not satisfactory in any of the above assessments tasks.

Student Signature:

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Assessor / Trainer Signature:

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*Satisfactory

**Not Satisfactory

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CHCECE023 Analyse information to inform learning. Theory Tasks

General Instructions for Students Assessment Tasks: This booklet contains assessment tasks that needs to be completed and will allow you to provide evidence toward gaining your qualification of which this unit if forming part of. Assessment Strategy Assessment Tasks to establish competency in this unit will include presentation plan and a presentation delivery. Demonstrating Competency To demonstrate competence, you must complete all assessment tasks satisfactorily. Each task is linked to specific competency element/s or critical aspects of assessment. Assessment When you have completed all assessment tasks, complete the information at the front of the booklet and submit it to your trainer. Your trainer will provide you with feedback and you will be assessed as Competent or Not Yet Competent in this unit. If you are assessed as Not Yet Competent you will have an opportunity to be reassessed or you can lodge an appeal against assessment decision. Practical Placement You are to demonstrate on the job to your trainer/assessor; your trainer/assessor will watch demonstrations and use the check sheet in your practicum work placement booklet to indicate when you have been able to successfully demonstrate each area. If you fail to demonstrate correctly the trainer/assessor will give you two more attempts before referring you to the Training Manager to arrange a reassessment time, or an extension of placement hours. You may be required to spend additional time on placement to successfully complete this unit. Reasons for additional times shall be recorded on trainee log book and signed by the Trainer/Assessor and student. Timeframe for Assessment You are required to submit the written assessment within four week of completion of delivery; however, an extension in time may be requested to your assessor, which will be granted on individual student circumstances. For extension in time please speak to your assessor directly or Training Manager. Assessments that are require role-play and simulation shall be completed as per time frame agreed with the Trainer/Assessor. Timeframe for submission of practical work placement activity shall be within one week of completion of the work placement and final visit of Trainer / Assessor at the site for assessment.

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Re-assessment If you do not achieve the required standard and assessed as Not Yet Competent, you will be given the opportunity to be re-assessed by Assessor. Arrangements will be made on an individual basis. You are required to submit re-assessment within six weeks of the decision communication date. You can request extension in time to your assessor. However, extension is dependent upon assessor’s discretion and individual circumstances. Appeal You have the right to appeal against assessment decision. Your trainer/assessor will explain the appeal process. Information about appeal process can also be found on student handbook. Feedback Assessor will provide feedback to students after the completion of the assessment. How to lodge assessments: Presentation of any assessments is important. Remember you are trying to convince your assessor of your competency. Your assessment should: • • • • •

Be typed Have an assessment cover page Have a contents list (if appropriate) Have headings (if appropriate) Give clear references (if external information sources are used) 

Assessments should be provided stapled or clipped – not in a plastic sleeve or presentation folder (even though these look professional) as we cannot undertake to return all your assessments – all assessment items are retained for audit purposes as part of our quality assurance commitment. Appropriate feedback on your work will be provided back to you. For the above reasons it is also important to keep a copy of your assessments in case they are lost in transit. You can hand over your assessment preferably to your assessor or if assessor is not available then to training manager. Please remember to get acknowledgement of your submission. Students enrolled in online course can upload the assessments on their designated area or write the answers in designated area on website and click submit button when complete. Students who are enrolled on distance learning can send through mail addressing their Assessor / Training Manager or can be emailed to Assessor / Training Manager. Projects / Presentations are common assessment items used to measure a participants understanding. A good project/presentation should: • • • • • • •

Have your name on each part of the project Use a numbering system for referencing to attachments (and clearly label attachments) Focus on the set tasks Show that you have researched the topic thoroughly Cover the topic in a logical and structured manner Be written in simple, clear language Be well presented with correct grammar, punctuation and referencing (if appropriate) 7

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CHCECE023 Analyse information to inform learning. Theory Tasks

Plagiarism Plagiarism is a form of cheating. It is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a module or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your facilitator. The following list outlines some of the activities for which a participant can be accused of plagiarism: • • • •

Presenting any work by another individual as one’s own unintentionally Handing in assessments markedly similar to or copied from another Learner Presenting the work of another individual or group as their own work. Handing up assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the Internet. 

Copyrights You must be careful when copying the work of others. The owner of the material may take legal action against you if the owner’s copyright has been infringed. You are allowed to do a certain amount of copying for research or study purposes. Generally, 10% or one chapter of a book is acceptable, where the participant is studying with or employed by an educational institution. Asking Help from Trainer / Assessor You can ask help from your trainer/assessor if you fail to understand the question, however, do not expect the answers of questions from your trainer / assessor. Trainer/Assessor may be able to reword / re-phrase questions for easy understanding. Reasonable adjustment If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Learners may negotiate to customise assessment tasks to meet their individual needs in relation to workplace setting, interests, learning style, literacy or cultural background. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised. Please speak to your trainer/assessor for any special needs or refer to our special needs policy in student handbook.

Specific Instructions Specific instructions relevant to specific assessment task are provided at the start of each assessment task. In case of any conflict between general and specific instruction, specific instructions will over rule general instructions.

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CHCECE023 Analyse information to inform learning. Theory Tasks

CHCECE023 Analyse information to inform learning

Theory Assessment Task

Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning in order to inform practice.

Elements The following elements define the essential outcomes of this unit:  Element 1 Gather and document information about children  Element 2 Monitor children’s learning and development  Element 3 Use evidence to inform practice  Element 4 Share information appropriately

Assessment Requirements •

001: Observation: Gathering Information

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002: Assessment Methods and Tools

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003: Documentation

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004: Reflection

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005: Planning for Learning

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CHCECE023 Analyse information to inform learning. Theory Tasks

Authenticity Requirements Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course. The following activities will be considered plagiarism: •

Presenting any work by another individual as one's own intentionally or unintentionally

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Handing in work copied from another student.

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Presenting the work of another individual or group as their own work.

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Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet.

Assessment Instructions Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures.

Attempting assessment tasks Students are required to provide appropriate responses to the indicated questions for each task.

Assessment Outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission.

Student Appeals Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding.

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Required Readings In order to complete this unit of competency you are required to access the following key resources. Textbook •

Kearns, K. (2017). Birth to Big School: Working in Early Childhood Education and Care Series. (4th ed.). Victoria: Cengage Learning Australia.

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Kearns, K. (2014). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series. (4th ed.). Victoria: Cengage Learning Australia.

Core Documents •

Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). Australian Government Department of Education, Employment and Workplace Relations. Canberra: DEEWR. . http://files.acecqa.gov.au/files/National-Quality-Framework-ResourcesKit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (Accessed January 2018) Education and Care Services National Regulations. (Dec 2016). Ministerial Council for Education,

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Early Childhood Development and Youth Affairs. Retrieved from: http://www.legislation.nsw.gov.au/~pdf/view/regulation/2011/653/full (Accessed January 2018) •

Educators’ Guide to the Early Years Learning Framework for Australia. (2010). Canberra: Australian Government Department of Education, Employment and Workplace Relations. http://files.acecqa.gov.au/files/National-Quality-Framework-ResourcesKit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf (Accessed January 2018) Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality

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Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)

Additional Readings for this Unit •

Kearns Education. (2011). Documentation: Serving many masters. Newcastle, NSW: ICCC.

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Kearns Education. (2013). Guidelines for Planning. Newcastle, NSW: ICCC

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Kearns Education. (2016). Blue Bay Early Learning Centre Philosophy Statement. Newcastle, NSW: ICCC.

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001 Observation: Gathering Information CHCECE023 Analyse information to inform learning Element 1 Gather and document information about children Element 2 Monitor children’s learning and development Performance Evidence Knowledge Evidence

Question 1 To complete this task refer to (pp. 424-427) of your textbook ‘Frameworks for Learning and Development’.

a) Explain the primary purpose for observing young children in early childhood settings?

b) List five aspects of professional knowledge and skills that an educator will use to document and interpret information about children.

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CHCECE023 Analyse information to inform learning. Theory Tasks

c) In relation to gathering, documenting and interpreting evidence about children’s development explain in your own words (word limit 100) what is meant by the following statement: ‘The essence of the child cannot be separated from the actions of the child.’

Question 2 To complete this task refer to (pp. 353) of your textbook ‘Birth to Big School’ and your reading: •

Guide to the National Quality Framework.

a) List and describe two sources of information about children that can be accessed by educators.

a) With reference to Element 1.1.2 what sources of documentation may an assessor sight?

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Question 3 To complete this task refer to (p. 434 and 446) of your textbook ‘Frameworks for Learning and Development’.

a) Explain the purpose of a portfolio in relation to assessment for learning.

b) List the five key documents that can be used in a child’s portfolio to support learning outcomes and assessment for learning.

Question 4 To complete this task refer to (p. 97) of your reading: •

Guide to the National Quality Framework.

In relation to Quality Area 1 Educational Program and Practice, list an...